Abstract
The aim of this research was to examine students’ perceptions of online teaching, their own engagement and abilities, and their success expectancy in the future profession. 713 students attending the University of Zagreb, Croa-tia, took part in the research. The results indicate that students spend an aver-age of 6 hours studying per day. Statistically significant differences were identified in students’ perceptions of the way in which the teaching process was conducted, support provided by professors and the engagement of stu-dents in terms of the time they spend in organized and independent studying. Students who study less than 5 hours per day tend to give lower rating to the quality of the teaching process and their own engagement. Students who study more than 6 hours per day tend to give lower rating to the support pro-vided by professors. Regression analysis revealed that the perceptions of the way in which the online teaching process was organized and conducted, of the abilities, engagement and hope significantly contribute to the interpreta-tion of success expectancy in the future profession. Students’ age was not found to be a significant predictor.
Highlights
Vast research conducted so far indicates that the regular teaching process, which had been implemented before the COVID-19 pandemic, was of higher quality and more efficient than the teaching process implemented during the last year
The analysis of the obtained mean values for the examined variables shows that students rated highest their own sense of hope, success expectancy and their own abilities, while they rated the characteristics of online teaching somewhat lower
The results of this research indicate that students, to a certain extent dissatisfied with the organization of online teaching, still have high success expectancy in the future profession. 50.4% of the respondents believe that the knowledge they have gained during online teaching will be useful to them in their future work, while 85.5% of the respondents believe that they will be successful in their future profession
Summary
Towards the end of 2019 and at the beginning of 2020, the world was threatened by SARS-CoV-2, a new, unknown virus, which causes serious respiratory infections in humans. In order to prevent the spread of the disease, strict measures were introduced all around the world, such as limiting the freedom of movement, keeping social distance, introducing quarantine, and closing numerous public, cultural and educational institutions. According to data provided by OECD [1], almost 150 countries around the world closed their schools trying to prevent the virus from spreading. Almost all education systems were trying to find various ways to continue with teaching during the pandemic [2]. They resorted to digital technology, which led to the beginning of distance teaching, in various ways: online, on educational platforms; in virtual classrooms, on TV channels. In spite of the initial setbacks, after facing the first challenges, it was iJET ‒ Vol 17, No 04, 2022
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